The role of daily autonomous and controlled educational goals in students' academic emotion states : An experience sampling method approach

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http://hdl.handle.net/10138/304290

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Ketonen , E E , Dietrich , J , Moeller , J , Salmela-Aro , K & Lonka , K 2018 , ' The role of daily autonomous and controlled educational goals in students' academic emotion states : An experience sampling method approach ' , Learning and Instruction , vol. 53 , pp. 10-20 . https://doi.org/10.1016/j.learninstruc.2017.07.003

Titel: The role of daily autonomous and controlled educational goals in students' academic emotion states : An experience sampling method approach
Författare: Ketonen, Elina E.; Dietrich, Julia; Moeller, Julia; Salmela-Aro, Katariina; Lonka, Kirsti
Medarbetare: University of Helsinki, Department of Education
University of Helsinki, Yale University
University of Helsinki, Department of Education
University of Helsinki, Department of Education
Datum: 2018-02
Språk: eng
Sidantal: 11
Tillhör serie: Learning and Instruction
ISSN: 0959-4752
Permanenta länken (URI): http://hdl.handle.net/10138/304290
Abstrakt: The present study examines antecedents of university students' academic emotions (Pekrun, Goetz, Titz, & Perry, 2002) in the context of self-determination theory (SDT; Deci & Ryan, 1985; 2000), using realtime assessment and intra-individual analyses. We investigated whether daily autonomous and controlled-motivated educational goals predicted students' academic emotions. University students (N = 55) completed smartphone diaries over 14 consecutive days. The two-week intensive longitudinal data were organized in a hierarchical three-level structure, with situations (Level 1) nested within days (Level 2) nested within students (Level 3). Students' goal motivation was assessed in morning questionnaires, and academic emotions in three daytime questionnaires. The results of the multilevel structural equation models showed that setting self-determined autonomous educational goals predicted positive emotions, whereas controlled motivation predicted negative emotions in everyday academic situations, applying both to within-person processes and between-person differences. Both kinds of goal motivation, autonomous and controlled, were associated with determination in students' daily lives. (C) 2017 Elsevier Ltd. All rights reserved.
Subject: 516 Educational sciences
Academic emotions
Educational goals
Autonomous and controlled motivation
Self-determination theory
Experience sampling method
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